Articles are listed in descending order by year (most recent first), and then by first author's last name.
Alarfaj, A., & Al-Omair, R. A. L. (2020). The whole grade acceleration policy in the Kingdom of Saudi Arabia and the state of Massachusetts, USA–An analytical comparative study. International Education Studies, 13(8), 55–67.
https://doi.org/10.5539/ies.v13n8p55
The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration policy based on scientific frameworks, while Massachusetts doesn’t have a specific document for applying a comprehensive acceleration policy. The research concluded with some recommendations among which are: The comprehensive acceleration policy in KSA still needs to develop, especially in the following areas: Classes and study levels on which the acceleration system and guidance services are applied, and The need to review acceleration procedures as they are among the obstacles that hinder an active application of the policy at the present time.
Gronostaj, A., Werner, E., Bochow, E., & Vock, M. (2016). How to learn things at school you don’t already know: Experiences of gifted grade-skippers in Germany. The Gifted Child Quarterly, 60(1), 31–46.
https://doi.org/10.1177/0016986215609999
Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social–emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their “feeling of being in the wrong place” before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students’ intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject- specific acceleration were added to provide sufficiently challenging learning opportunities.
Kretschmann, J., Vock, M., Lüdtke, O., & Gronostaj, A. (2016). Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration. Contemporary Educational Psychology, 46, 195–207.
https://doi.org/10.1016/j.cedpsych.2016.06.001
Both for boys and girls skipping a grade had no effect on school satisfaction. Skipping a grade did not result in the occurrence of a big-fish-little-pond effect. Yet, relative to boys, girls were disadvantaged on some motivational outcomes. Both male and female students reported less positive peer relations after skipping. Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions.
Gronostaj, A., Vock, M., & Pant, H. A. (2016). Skip a grade, learn more? Estimating the effects of grade skipping on students' language skills using propensity score matching. Learning and Individual Differences, 49, 278–286.
Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey,1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specificform of acceleration, have been supportive with respect to academic outcomes but have primarily been derivedfrom U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of morethan 40,000 students from five studies originally conducted to assess their skills in native and foreign languagesin the context of the national educational standards in Germany.We identified 471 grade skippers and used propensityscore matching on potential confounding variables (e.g., intelligence, gender, parental background) toconstruct comparable control groups. Two different comparison groups were realized (same-grade and sameagegroups). The findings showed that grade skippers performed (at least) as well on standardized tests astheir older classmates who were matched on all covariates (same-grade comparison) and outperformed theirsame-aged peers whowerematched on all covariates inmost of the language skills that were assessed. Practicaland methodological implications are also discussed.
Arens, A. K., & Watermann, R. (2015). How an early transition to high-ability secondary schools affects students' academic self-concept: Contrast effects, assimilation effects, and differential ability. Learning and Individual Differences, 37, 64–71.
http://dx.doi.org/10.1016/j.lindif.2014.11.007
This study examined the operation of contrast and assimilation effects, and the development of academic self-concept of students in the education system of the German federal state Berlin. One group of students experienced an early transition to high-ability secondary schools while the other group experienced the regular transition after sixth grade. The early transition was found to bear an assimilation effect on academic self-concept which was stronger than the contrast effect immediately after early transition but weaker at the end of the first school year after early transition. The early transition did not affect the normative stability of academic self-concept between two measurement points. Students with an early transition displayed higher levels of academic self-concept at both measurement points but a more substantial decline in academic self-concept than students experiencing regular transition. The findings are discussed in the context of the debate on tracking and acceleration practices in education systems.
Makel, M. C., Wai, J., Putallaz, M., & Malone, P. S. (2015). The academic gap: An international comparison of the time allocation of academically talented students. Gifted Child Quarterly, 59, 177-189.
The academic gap: An international comparison of the time allocation of academically talented students. Gifted Child Quarterly, 59, 177-189.
Despite growing concern about the need to develop talent across the globe, relatively little empirical research has examined how students develop their academic talents. Toward this end, the current study explored how academically talented students from the United States and India spend their time both in and out of school. Indian students reported spending roughly 11 more hours on academics than their U.S. peers during the weekend in both STEM (science, technology, engineering, and math) and non-STEM topics. U.S. students reported spending about 5.4 more hours than their Indian peers on non-STEM academics during the week, leaving an approximately 7-hour-a-week academic gap between U.S. and Indian students. Additionally, U.S. students reported using electronics over 14 hours per week more than their Indian peers. Indian students also reported having control over a greater proportion of their time during the week than U.S. students did. Generally, there were far more cross-cultural differences than gender differences. These results inform discussions on how academically talented students develop within educational systems as well as what each culture supports in and out of school.
Hoogeveen, L. (2012). Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands. British Journal of Educational Psychology, 82(4), 585-605.
In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors.
Sumida, M. (2010). Identifying Twice‐Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom. International Journal of Science Education, 32(15), 2097-2111. doi:10.1080/09500690903402018
Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non-LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders. (Contains 2 tables and 1 figure.)
Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2009). Self-concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands. Gifted Child Quarterly, 53(1), 50-67. doi: 10.1177/0016986208326556
This study examined the self-concept and social status of accelerated and nonaccelerated students in their first two years of secondary school in the Netherlands. Results of the study, and implications for the education of accelerated students, are discussed.
Kleinbok, O., & Vidergor, H. (2009). Grade skipping: A retrospective case study on academic and social implications. Gifted and Talented International, 24(2), 21-38.
Study authors interviewed five students who had skipped a grade in Israel. The students' parents were also interviewed. Participants discussed the difficulties, reasons for, consequences of, and general experience of acceleration. Students and parents were satisfied with the decision to accelerate and recommend acceleration at the beginning of elementary or middle school, when all of a student's peers are starting over socially as well.
Jiménez, J. E., Artiles, C., Ramírez, G., & Alvarez, J. (2006). Effectiveness of acceleration in high ability children in the Canary Islands. Infancia y Aprendizaje, 29(1), 51-64.
The purpose of this study was to assess the effects of acceleration in high ability students in the Canary Islands (Spain). In particular, our aim was to investigate whether acceleration had positive effects on a sample of 152 gifted students who had been skipped a grade. These students were distributed across all educational levels, i.e., Primary, Secondary, and High School or further education, and attended both public and private schools in the Canary Islands. A questionnaire was administered to parents, students, and teachers in which they were asked to evaluate the effects of acceleration on the students. Based on these results, we analyzed 1) if the decision of skipping a grade was considered the best, 2) if the educational resources provided were appropriate for each student's special educational needs, 3) if acceleration had a positive impact on the student's emotional and motivational adaptation to the group, and 4) if high ability students' specific characteristics continued to be perceived the same after being skipped a grade. In addition, we analyzed the effects of grade skipping on high ability students' achievement through their school qualifications, and whether they had received any individual curricular adaptation at the time.
Jin, S.-U., & Moon, S. M. (2006). A study of well-being and school satisfaction among academically talented students attending a science high school in Korea. Gifted Child Quarterly, 50(2), 169-184.
The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. Overall, the study suggested that the residential science high school was meeting the educational needs of these talented Korean students, at least better than traditional high schools. Implications of the study for research and practice are discussed.
Tischler, K. (2006). Comparative analysis of specialized high schools in the USA and in Austria. Gifted and Talented International, 21(2), 71-82.
This paper reports on a cross-cultural study investigating the advantages and disadvantages of specialized high schools in the USA and in Austria from the perspective of teachers, students, and parent representatives. This article summarizes some characteristics, pros and cons, and recommendations related to specialized schools. The purpose is to understand how best to meet the educational needs of gifted students.
Cheng, H.Y. & Hui, S. K. F. (2005). Competencies and characteristics for teaching gifted students: A comparative study of Beijing and Hong Kong teachers. Gifted Child Quarterly, 55(2), 139-148-181. doi: 10.1177/0016986210397832
This study examines the competencies and characteristics of in-service teachers who teach gifted students. A total of 511 teachers participated in the study, 334 of whom were from Beijing and 177 were from Hong Kong. This study analyzed the reasons why teachers in each city would have different ratings of their competencies and characteristics.
Forster, J. (2005). Policy and practice: A twenty year retrospective on gifted education in the Australian state of New South Wales. Gifted Education International, 19(2), 182-196.
If schools are looking to make opportunities real for gifted and talented students, implementation of policy needs to be prioritized and made routine on a system-wide and school-wide basis. This paper analyzes implementation initiatives as they have occurred over the span of twenty years. It also considers the correspondence of policy recommendations with actual school provisions.
Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2005). Teacher attitudes toward academic acceleration and accelerated students in the Netherlands. Journal for the Education of the Gifted, 29(1), 30-59.
In a survey study, we investigated teacher attitudes toward acceleration and accelerated students in the Netherlands. Teachers (N=334) from 31 secondary schools gave their opinion about gifted education and acceleration, and evaluated statements about accelerated students. Most teachers considered a special approach for gifted students advisable and acceleration a useful intervention. Teachers' opinions about accelerated students' social competence, school motivation and achievement, emotional problems, and isolation were qualified by the quantity and quality of prior experience with acceleration students and by their opinion on acceleration in gifted education. In a subsequent intervention study, we examined whether specific information on acceleration and giftedness changes teachers' attitudes toward accelerated students. Teachers who attended the information meeting and received written information expressed more positive opinions about accelerated students' social competence and school achievement and motivation, and less negative opinions about emotional problems after intervention. Implications for gifted education are discussed.
McCann, M. (2005). Our greatest natural resource: Gifted education in Australia. Gifted Education International, 19(2), 90-106.
This paper argues that a more sustained focus on educating teachers, administrators, and those in coordination or other leadership roles in gifted education is essential. It examines the history of gifted education in Australia and the current issues and practices.
Vialle, W., & Tischler, K. (2005). Teachers of the gifted: A comparison of students' perspectives in Australia, Austria, and the United States. Gifted Education International, 19(2), 173-181.
What characteristics of teachers are most appreciated by their gifted students? The current study sought the views of gifted adolescents through the administration of a questionnaire, the Preferred Instructor Characteristics Scale. The scale required students to select between a personal characteristic and an intellectual characteristic on each item in order to determine which group of characteristics was more highly valued. Three additional open-ended questions were included in the questionnaire to elicit students' views about the qualities that are evident in effective teachers. The questionnaire was administered to secondary students in academically selective schools in Australia (n=387), Austria (n=142) and the United States (n=328). All three cohorts produced similar results with the means indicating a strong preference for personal characteristics over intellectual characteristics of teachers. Grade and gender were also noted. The open-ended questions revealed that the most effective teachers, according to the gifted student respondents, are those who have a blend of favorable personal and intellectual skills along with a range of teaching approaches.
Wallace, B., & Donnelly, V. (2004). A curriculum of opportunity: Developing potential into performance. Gifted Education International, 19(1), 41-66.
This paper summarizes the guidance document produced by ACCAC (Qualifications, Curriculum and Assessment Authority for Wales). The document provides guidance to schools on meeting the needs of more able pupils. The main points are outlined below, but the actual document abounds with case studies of good practice. The document was compiled by a Working Party representative of schools and advisers in conjunction with Belle Wallace and Johanna Raffan (NACE: National Association of Able Children in Education).
Yang, W. (2004). Education of gifted and talented children: What's going on in China. Gifted Education International, 18(3), 313-325.
Currently in China there are about 240 million children aged 14 or under; therefore, there should be approximately 7 million gifted and talented children in China according to Chinese definition and identification of giftedness. Special education for such huge numbers of gifted children is challenging and significant. This paper traces the history of gifted education in China and discusses current education in general. Specifically, the paper describes the Chinese conceptions of gifted and talented children, identification procedures, current gifted programs, and existing problems. The future of Chinese gifted education is also discussed.
Yang, W., & Reis, S. M. (2004). The use of curriculum compacting and the Schoolwide Enrichment Model in China. Gifted Education International, 19(1), 67-75.
The Schoolwide Enrichment Model: A How-to Guide for Educational Excellence (SEM) was translated and published in China in 2000. The ideas proposed in this book have caused discussions to begin within the Chinese educational reform movement, because of the ideas offered by the American experiences of education and creative/productive giftedness. This article discusses ideas about educational reform before and after the publication of the SEM, such as the experimental use of curriculum compacting and enrichment replacement activities in China. It further describes and discusses a sample application of the Renzulli and Reis approach suggested in the SEM that might work in China and other international settings.
Jeon, K.-W., Lee, S.-D., & Lee, K.-H. (2003). A qualitative research on early entrance to the first grade: Social, emotional, and academic maladjustment. Gifted Education International, 17(3), 280-286.
The purpose of this study is to describe and investigate the social, emotional, and academic maladjustment for those early entrants to the first grade educational system in Korea who drop out early. Exploratory and in-depth interviews were conducted to ascertain the maladjustment experience for three 5-year-old early-entrance drop-outs.
Lin, C., Hu, W., Adey, P., & Shen, J. (2003). The influence of CASE on scientific creativity. Research in Science Education, 33, 143-162.
This paper describes a study of the influence of the Cognitive Acceleration through Science education (CASE) program on the scientific creativity of secondary school students. Results from the study, as well as possible interpretations of these results, are discussed.
Clark, G., & Zimmerman, E. (2002). Tending the special spark: Accelerated and enriched curricula for highly talented art students. Roeper Review, 24(3), 161-68.
This reprint of an article on Israel's proposed residential high school for students gifted in the arts and sciences is preceded by a commentary that highlights the use of alternative methods of assessment for identifying talented students in the arts and the development of a coherent sequence of art skills.
Clark, G., & Zimmerman, E. (2002). Tending the special spark: Accelerated and enriched curricula for highly talented art students. Roeper Review, 24(3), 161-168.
This reprint of an article on Israel's proposed residential high school for students gifted in the arts and sciences is preceded by a commentary that highlights the use of alternative methods of assessment for identifying talented students in the arts and the development of a coherent sequence of art skills.
Gross, M. U. M. (1992). The use of radical acceleration in cases of extreme intellectual precocity. Gifted Child Quarterly, 36(2), 91-99.
This paper reviews the school histories of five extremely gifted Australian children (IQs 160-200) who had been radically accelerated. A combination of grade skipping and radical subject matter acceleration gave the children access to curricula commensurate with their abilities as well as healthier levels of social self-esteem.
Gross, M. U. M. (1986). Terence Tao: Radical acceleration in Australia. Gifted Child Today, 9(4), 2-11.
A case study of a profoundly gifted 11-year old in Australia recounts his early reading, his interest in mathematics, and his failure at early schooling because of inadequate school readiness. His parents are now considering when he should begin college. Comments of three gifted educators are included.
